全文获取类型
收费全文 | 495篇 |
免费 | 36篇 |
出版年
2023年 | 4篇 |
2022年 | 5篇 |
2021年 | 10篇 |
2020年 | 21篇 |
2019年 | 19篇 |
2018年 | 27篇 |
2017年 | 21篇 |
2016年 | 22篇 |
2015年 | 27篇 |
2014年 | 18篇 |
2013年 | 63篇 |
2012年 | 23篇 |
2011年 | 20篇 |
2010年 | 13篇 |
2009年 | 13篇 |
2008年 | 28篇 |
2007年 | 14篇 |
2006年 | 16篇 |
2005年 | 10篇 |
2004年 | 13篇 |
2003年 | 12篇 |
2002年 | 11篇 |
2001年 | 9篇 |
2000年 | 9篇 |
1999年 | 5篇 |
1997年 | 3篇 |
1996年 | 4篇 |
1990年 | 4篇 |
1988年 | 3篇 |
1986年 | 3篇 |
1984年 | 3篇 |
1983年 | 3篇 |
1980年 | 2篇 |
1979年 | 4篇 |
1978年 | 2篇 |
1977年 | 3篇 |
1976年 | 2篇 |
1975年 | 6篇 |
1974年 | 3篇 |
1973年 | 2篇 |
1972年 | 3篇 |
1971年 | 3篇 |
1970年 | 4篇 |
1969年 | 3篇 |
1968年 | 5篇 |
1967年 | 5篇 |
1966年 | 2篇 |
1965年 | 3篇 |
1964年 | 2篇 |
1958年 | 2篇 |
排序方式: 共有531条查询结果,搜索用时 31 毫秒
1.
Robert M. Klassen Rebecca P. Ang Wan Har Chong Lindsey L. Krawchuk Vivien S. Huan Isabella Y.F. Wong Lay See Yeo 《Psychologie appliquee》2010,59(3):361-379
Two studies are reported examining academic procrastination and motivation in 1,145 university students from Canada and Singapore. In Study 1, relationships between procrastination and motivation variables were found to be similar across contexts, with self‐efficacy for self‐regulated learning most strongly associated with procrastination in both contexts. In Study 2, patterns of procrastinating behavior and the negative impact of procrastination were examined and compared in Canadian and Singaporean undergraduates. Participants in both contexts reported writing to be the academic task most prone to procrastination. More Singaporeans than Canadians were classified as negative procrastinators (i.e. rated procrastination as a negative influence on academic functioning). In both contexts, negative procrastinators spent more time procrastinating than neutral procrastinators and displayed lower self‐efficacy for self‐regulated learning. On décrit deux recherches portant sur la motivation et la procrastination universitaire (tendance à remettre au lendemain) de 1145 étudiants du Canada et de Singapour. Dans la première étude, les relations entre la motivation et la procrastination sont apparues être analogues dans les deux pays, la variable la plus fortement associéà la procrastination étant l'auto‐efficience pour l'apprentissage autorégulé. Dans la deuxième étude, les schémas comportementaux de procrastination et son impact négatif ont été analysés et comparés chez les étudiants de 1° cycle canadiens et singapouriens. Les sujets des deux pays ont mentionné la rédaction comme étant la tâche universitaire la plus soumise à la procrastination. Davantage de Singapouriens que de Canadiens été classés en procrastinateurs négatifs (c'est‐à‐dire que la procrastination est considérée comme étant un handicap pour les études). Dans les deux cas, les procrastinateurs négatifs gaspillaient plus de temps que les procrastinateurs neutres et manifestaient une moindre auto‐efficience pour l'apprentissage autorégulé. 相似文献
2.
3.
4.
In several studies attributing positive health benefits to running, the benefits include reduced depression, fatigue, anger, and increased vigor. Until now, little research has focused on Masters track and field athletes. The present study reports on 587 men and women Masters who participated in a mailed survey measuring mood states using the Profile of Mood States. In comparison to other groups of athletes, these Masters tend to be less depressed, less angry, and less fatigued. Attribution to lifestyle and maturity with their sport is discussed. 相似文献
5.
Rutherford B. Porter 《Journal of School Psychology》1984,22(3):223-231
This report relates personal experiences as they influenced the emerging role of the school psychologist, especially in Pennsylvania and Indiana from 1930 to 1970. 相似文献
6.
Gerald S. Blum Marcia L. Porter 《Quarterly journal of experimental psychology (2006)》1972,24(4):431-438
This investigation continues the exploration of a largely neglected topic in the field of attention, levels of mental concentration, by ascertaining under optimal conditions the capacity for shifting quickly from one level to another. Previous research in our laboratory had applied a set of five post-hypnotically cued levels of concentration or “cognitive arousal”, covering a very wide range, to a variety of perceptual and cognitive tasks. In the present study two highly trained undergraduate hypnotic subjects, one male and one female, were given progressively shorter time durations in which to respond to the post-hypnotic cues before viewing tachisto-scopically flashed consonants under cue influence. The results indicate a striking capacity to shift degrees of cognitive arousal very rapidly to one extreme or the other, on the order of 100 ms or less. 相似文献
7.
8.
9.
10.
Kenneth Silverman Ogden R. Lindsley Kathy L. Porter 《Current psychology (New Brunswick, N.J.)》1990,9(4):373-384
This experiment compared the extent to which students learned facts included in computer-based-training frames that required
an overt response to those that did not. Frames included two types of facts: Some facts had one word missing which had to
be supplied by the student (active facts). Other facts had no missing words and required no overt response (passive facts).
Each student completed four 14-fact modules in random order. Two of the modules contained frames with all active facts. Each
frame in the other two modules contained one active and six passive facts. Paper pretests and posttests showed that students
learned twice as many facts when all facts in the module were active than when only one in seven were active. The modules
that included passive facts required one-fifth the time to complete than those with only active facts. Students learned more
facts per minute of training in one of the two modules that included passive facts than in the two modules with only active
facts. 相似文献